Reflecting on my Learning & Teaching

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Reflecting on my Learning & Teaching. Who am I?- TEACHER. B. A. English Literature Albania B. ED.- Secondary ESL Albania 1994- Fullbright Scholar World Fellowship M. ED.Leadership & DiversityU.S.A. ED. D. Educational Contexts & Brain-Based Learning, Canada - PowerPoint PPT Presentation


  • Reflecting on myLearning & Teaching

  • Who am I?- TEACHER B. A. English Literature AlbaniaB. ED.- Secondary ESL Albania1994- Fullbright Scholar World Fellowship M. ED.Leadership & DiversityU.S.A. ED. D. Educational Contexts & Brain-Based Learning, CanadaThe Highest Degree of ALL?DKG Degree

  • Who are we? -DKG (d des k' tee ki') = teacher (kl doo' k) = key (gee n' kys) = womenWorld Fellowship Scholarship1946-2012 = 555 graduate degrees from over 100 countries

  • All change begins with the notion of self

    Think: what is a good lesson/ teacher;Share:thoughts about teaching;Understand the need to think about our teaching and reflect ; Expand our understanding of the teaching/learning process;Enlarge our repertoire of options as effective teachers;Enhance learning opportunities for our students.KEEP LEARNING!

  • Let us reflect: What do you see here?

  • Reflection There is an art of which every (wo)man should be a master-the art of reflection. If you are not a thinking (wo)man, to what purpose are you a (wo)man at all? William Hart Coleridge

  • Reflection on my presentation:1. What areas of change have I identified?(What is the problem?)Poor pacing in my presentations

  • Action Plan 2. What do I need to know?(what necessary information is needed?)Follow and time presentations

  • Action Plan

    3. How will I know I am making improvements?(What change should happen?)I will finish the presentation on time

  • Action Plan 4. When will I know I have improved? (What is the goal?)When I consistently finish my presentation on time.

  • Action Plan 5. What difference did I make?(What changed in the classroom/audience?)Participants got more work done and LEARNED.

  • Confucius on Wisdom

    By three methods we may learn wisdom: by reflection- the noblest; by imitation- the easiest; by experience- the bitterest.

  • ReflectionThink about a lesson I taught.

    Describe a part of a lesson that went well. Why?

    Describe a part of a lesson that didnt go well. Why?What might I do differently to make that part go better?

  • A GreatLessonStudentsContentClassroomTeachersOtherDelivery

  • 2008Cohort 1- 72 ELLs, 28 dropout, Success Rate 61%Cohort 2- 46 ELLs, 8 dropout, Success Rate 83%

  • 2009Cohort 1-100 ELLs, 32 dropout, Success Rate 68%Cohort 2 41 ELLs, 6 dropout Success Rate 87%

  • Overall Cohort 1 vs. Cohort 2Cohort 1- 386 ELLs, 185 dropoutSuccess Rate 47.92%Cohort 2 112 ELLs, 27 dropoutSuccess Rate 75.89%

  • Success Rate: Cohort 1 vs. CSSD & AlbertaSuccess Rate: Cohort 2 vs. CSSD & Alberta

  • Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)2006 60.4% 51% 71% 58.9% 47% 67% 55.4% 61% 83% 59.5% 68% 86% Fraser Institute Data4-Year Average: 58% 47.92% 75.89

  • What is Reflective Teaching?Three attitudes are necessary for us to become reflective teachers: Open-mindedness.Responsibility. Wholeheartedness.

    (J. Dewey, A Handbook for Reflective Teaching)

  • Reflective teaching cont..Exploring underlying beliefs;Self-observation, evaluation;Process of observing and collecting information: -- our own behaviors -- those of others.A means to institute meaningful changes and improvements in our teaching.A beneficial form of professional development.

  • Effective/reflective teachers If we are to become more effective teachers, we need to become more reflective teachers. To be reflective we need to articulate our theories of learning, critically examine them and replace those parts which, we suspect or, better still, can show do not work.J.Webb, 1996

  • Reflection OpportunitiesEnhance student learningEnhance professional development as an academicianContinuous professional development as a teacher /practitioner

  • Reflective practice "the capacity to reflect on action so as to engage in a process of continuous learning", which is "one of the defining characteristics of professional practice"

  • Importance of Reflection in Teaching

    Most important pedagogical goals: Develop inquiry and metacognitive expertise;Teach intentionally; Transform our students, their learning tools and classroom environment into self improving systems;

  • Teaching Process Exploring Teaching-- "Shall I Teach?" Academic Preparation-- "What Shall I Teach?" Understanding Learners-- "How Do StudentsLearn?" Organizing for Teaching --"How Shall I Teach?" Schooling and Cultural Context--"Why Do WeTeach?"

  • the Thinking EducatorDecisions: What decisions should I be making? How would I make these decisions? How can I enhance student learning in this process? What is the thought process that students should understand?

  • Levels of Reflections Rapid Immediate and automatic, often while teaching, constantly and often done privately. Repair Thoughtful decision to alter behaviour based upon student clues Review Less formal, done at a particular point in time; teacher writes, thinks, discusses on some element, collegial and interpersonal Research More systematic review, over a period of time; thinking and observation on a particular issue over time, examples include action research, exploratory practice, teaching journal Re-theorizing and Re-formulating Long term, informed by public academic theories, more rigorous, examine practice theories and consider in light of academic theories Zeichner and Liston, 1996

  • ToolsLesson notes.Teacher diaryPeer observation.Video or audio class recordings.Student feedback.Professional portfolioABOVE ALLDISCOVER THAT JEWEL IN YOUR STUDENT AND REFLECT

  • Watch & Reflect

  • References teaching: Exploring our own classroom practice